B. THEORICAL FRAMEWORK
Based on the general nature of the learners’ purpose and specific needs or specialization, ESP can be categorized to three branches; English for Science and
Technology EST, English for Business and Economics EBE, and the last is English for the Social Sciences ESS. This categorization is made based on the
assumption that people can work and study simultaneously, and it is also possible that the language learnt for intermediate use in a study environment will be used later
when the student takes up, or returns to a job. Task-based English Speaking Instructional Materials for the Students of Management Major of Duta Wacana
University belongs to the second category of ESP, English for Business and Economics EBE since the students of Management Major of Duta Wacana
University learn the language for intermediate use in a study environment will be used later when the students enter the work field.
The writer uses the speaking theory proposed by Ur 1996 because Ur provides clear explanations about the characteristics of the successful speaking
activities, the problem occur in speaking activities, and the solution of speaking problem.
To design Task-based English Speaking Instructional Materials for the Students of Management Major of Duta Wacana University, the writer adapts and
combines some steps of two models, which are: Yalden’s models and Kemp’s models as guidelines to create a new model. Both of them chosen because they are
simple therefore easier to apply. The framework of this design model consists of eight steps. The first step is conducting needs analysis. It is adapted from Yalden’s
model. Yalden 1987:101 states that the learners’ communications requirement, 24
personal needs and motivations, level proficiency, and their education background can be obtained through needs analysis. This needs analysis is conducted using
questionnaires and interviews. The second step is deciding goal, topics, and general purposes. It is adapted from Kemp’s model. It describes the requirements of ability
the students are supposed to have, so that both of the teacher and students will know how the learning- teaching processes will be and how the progression has done. The
third step is specifying the learning objectives. It is taken from Kemp’s model. The aim is to specify the learning objectives on each topic to be achieved in terms of
measurable of students’ behavior outcomes. The fourth step is selecting syllabus type. It is adapted from Yalden’s model. Yalden 1987: 114 proposes a
communicative syllabus which consists of six types. Here, the writer uses the functional syllabus because the objective that is stated in this type of syllabus is in
term of communicative function. The linguistics form, however, are not abandoned. The fifth step is listing the subject content. This step is adapted from Kemp’s model.
The subject content comprises the selection and organization of the specific knowledge facts and information, skill step-by-step procedures, conditions, and
requirements and attitudinal factor of any topic Kemp, 1977: 43. The contents must be closely connected to the objectives and the students’ needs. There are three
elements of subject contents; they are Pre-Task, Task Cycle, and Language Focus. The sixth step is selecting teaching-learning activities. Taken from Kemp’s model,
although the teaching-learning activities are almost the same in each topic, but they are selected in accordance with the subject content. The writer will design the
activities using Task- Based. The activities are arranged to provide learners with the 25
natural language use. The seventh is evaluating the designed materials. This step is adapted from Yalden’s and Kemp’s model. It is done in order to get feedback,
suggestions, criticism on the designed materials by distributing questionnaires to some of the lecturers of English Education Study Program of Sanata Dharma
University and some lecturers of Management Major of Duta Wacana University. The last step is revising the designed materials. It is purposed to revise and improve
the developed materials after having feedback from the respondents in order to produce the final version which is more complete and better and for the students.
Learning methodology is evidently important for learners to acquire the target language. Task-based Learning TBL is a method of instruction in the field of
language aquicition. It focuses on the use of authentic tasks using the target language, such as conducting an interview, calling customer services for help, and
presenting product. Assessment is primarily based on task outcome ie: the appropriate completion of tasks rather than simply accuracy of language forms. This
makes TBL especially popular for developing target language fluency and student confidence. Task-based learning is advantageous to the student because it is more
student-centered. Although the teacher may present language in the pre-task, the students are free to use what they want. This allows them to use all the language they
know and are learning,. Furthermore, Task-based Learning provides more communicative tasks and more opportunities for the students to practice the target
language effectively and freely. 26
Figure 2.4: Steps in Designing the Materials
Conducting a needs analysis
Deciding goal, topics, and general purposes
Specifying the learning objectives
Selecting syllabus type
Listing the subject content
Selecting teaching-learning activities
Evaluating
Revising the designed materials 27
CHAPTER III METHODOLOGY
In this chapter, the writer would like to discuss the methodology used in this study. This study involves research method which deals with the method carried out
by the writer, research participants, research instruments, data gathering techniques, data analysis, and research procedures.
A. Research Method
This research is a Research and Development RD. According to Borg 1963: 772, RD is a process used to develop and validate educational products.
The goal of RD is to take the research knowledge and incorporate it into a product that can be used in school.
According to Borg and Gall 1983:73, there are ten major steps used to develop courses. The first step is research and information collecting. It includes
review of literature, classroom observations, and preparation of report of state of the art. The second step is planning which includes defining skills, stating objectives
determining course sequence, and scale feasibility testing. The third step is developing preliminary form of product. It includes preparation of instructional
materials, handbooks, and evaluation devices. The fourth step is preliminary field testing. The fifth step is main product revision. It is done based on the preliminary
field-test result. The sixth step is main field testing. Its purpose is to determine whether the educational product under development meets its performance
objectives. The seventh step is operational product revision. The product is revised 28
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